Leading Learning, Teaching and Curriculum G (11970.1)

Please note these are the 2025 details for this unit
Home
/
Find your course
/
Leading Learning, Teaching and Curriculum G
Available teaching periods Delivery mode Location
View teaching periods Online real-time
 UC - Canberra, Online
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
School Of Teacher Education Graduate Level Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
The educational leadership of learning, teaching and curriculum lies at the heart of school and system success. In this subject, students discover how these three elements interconnect to create measurable school improvement. Students examine foundational theories of curriculum, strategic collection and use of data, and the application of new learning to successfully implement curriculum and pedagogy changes.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Demonstrate an applied understanding of theories of curriculum;
2. Communicate the significance of the leadership required to lead teaching and learning and apply that learning in a new context;
3. Evaluate the role of leaders in directing and managing changes in curriculum and pedagogic practice; and
4. Develop approaches to educational change in authentic educational contexts.


Graduate attributes

1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development


Prerequisites

None.

Corequisites

Student must be enrolled in one of the following courses to enrol in this unit:
EDC102 Graduate Certificate in Educational Leadership
EDC103 Graduate Certificate in Education
EDM102 Master of Education

Incompatible units

None.

Equivalent units

None.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2026 UC - Canberra, Online Study Block 3 11 May 2026 Online real-time Mr Matthew Brown
Not available

Required texts

All required and additional texts are available in the Reading List and accessible through the UC Library.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener. Applications for an extension of time for the completion of a task are required one week prior to the due date of the task. 

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. 

If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 10% of the total marks possible for the task may be applied for three days, after which time the task will not be accepted for marking or inclusion in the calculation of the final unit Grade.

Special assessment requirements

Normally an aggregate mark of 50% is required to pass the unit.

Provision of valid documentation and the use of AI

Documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

GenAI may only be used in authorised ways when completing assessments at UC. This means that GenAI can only be used for an assessment when:
  1. The Unit Convener has authorised its use for that assessment;
  2. The student uses it in the way that the assessment instructions allow for;
  3. The student fully acknowledges its use, with appropriate citations and references. Each referencing guide provided by the Library provides advice on how to appropriately reference the use of GenAI in-text.
Where the assessment instructions do not specifically state that GenAI may be used and how, then its use is not allowed for that assessment. If students are unsure, they should seek advice from the Unit Convener.

Students should be aware that the Â鶹´«Ã½ utilises GenAI detection software. Suspected instances of unauthorised GenAI use may lead to a Learning Validation Conversation’ designed to provide assurance that a student is able to demonstrate relevant knowledge and skills to meet required learning outcomes. Students who are suspected of having misused GenAI in assessment may be required to attend a summary inquiry for suspected misconduct.
 

 

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the , , and Â鶹´«Ã½ (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

The workload for this unit, adding up to 150 hours is approximately:

Reading and private study: 50 hours

Workshop and online participation: 50 hours

Assessment tasks: 50 hours

Participation requirements

Your participation in both online activities and tutorials will enhance your understanding of the unit content and therefore the quality of your assessment responses. Lack of participation may result in your inability to satisfactorily pass assessment items.

Required IT skills

Artificial intelligence services must not to be used for assessment or assessment preparation by students unless explicitly allowed in the assessment instructions for an assessment task published with the assessment task and/or in the unit outline. That is, an artificial intelligence services may only be used if:
• its use is authorised by the unit convener as part of a specified 
assessment task, and
• it is used in the way allowed in the assessment instructions and/or unit outline, and 
its use is appropriately referenced, meaning that students must reference the use of AI in their assessment in the same way as they reference other source material.

In-unit costs

There are no additional in-unit costs.

Work placement, internships or practicums

None.

Additional information

There is no single underpinning theoretical model that will be accessed for any the elements of the unit. However, a range of research-based theoretical models will be examined, accessed, and referenced in each of the six weeks of the learning and teaching cycle. 

The educational leadership of learning, teaching and curriculum lies at the heart of school and system success. In this unit, you will discover how these three elements interconnect to create measurable school improvement. You will examine foundational theories of curriculum, strategic collection and use of data, and the application of new learning to successfully implement curriculum and pedagogy changes.

This unit provides teachers, who are school leaders, or aspiring to lead, ways into improving school systems, structures, and curriculum to enact meaningful change that will enhance student learning outcomes as well as contribute to the participant's own professional growth. The focus is on leading curriculum change to improve teaching and learning. It is exciting, challenging, and worthwhile work.

Schools and systems are demanding that the next generation of leaders demonstrate the skills, know-how and experience, to enact meaningful change. The purpose of this Unit addresses that expectation. We will examine enacting successful curriculum change as the fulcrum to developing the success demanded and expected of schools and systems. Students will develop an understanding the research underpinning curriculum change and the practicalities of leading teaching and learning in a school.